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Sakai E Learning Update Sep09
 

Sakai E Learning Update Sep09

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Sakai & Vula @ UCT...

Sakai & Vula @ UCT

Presentation to eLearning Update held at CPUT, Cape Town, 4 September 2009

Stephen Marquard, stephen.marquard@uct.ac.za, twitter.com/stephenmarquard

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    Sakai E Learning Update Sep09 Sakai E Learning Update Sep09 Presentation Transcript

    • Sakaie-LearningUpdate @ CPUTSeptember 2009
      Stephen Marquard
      Centre for Educational Technology
      University of Cape Town
      stephen.marquard@uct.ac.zatwitter.com/stephenmarquard
    • Overview
      The product category and the industry
      About Sakai
      Vula: UCT’s Sakai implementation
      Where is Sakai going ?
    • The LMS is dead
      R.I.P.
    • Well, not quite.
      But reports of its death are only slightly exaggerated.
    • What is Sakai?
      The Sakai Project is:
      Community: Educational institutions, commercial affiliates and other partners (112 members, more adopters)
      Code: open source, extensible, service-oriented, scaleable, diverse, 1.2m lines, 52 developers (ohloh.net)
      Foundation: Board and small staff which carries out co-ordination and community-building activities
    • Where is Sakai?
    • Open Source in higher education
      Diversity is good
      Community is good
      Community spawns community:
      Fluid (rich accessible user interfaces)
      Kuali (finance & admin systems and workflow)
      OpenCast (webcasting)
    • Why did UCT choose Sakai?
      2004:
      WebCT: low uptake, mixed opinions
      home-grown system: not sustainable
      Sakai decision was about open source vs proprietary:
      Allows us to deliver new tools and services
      We benefit from development by other institutions
      We can customize and extend the environment for UCT requirements
      Strategic value of being part of an international open source consortium
      Community with significant experience in educational technology
      Founded by MIT, Stanford, Indiana, Michigan, now 100+ consortium members (significant number in the global top 200 universities)
      Good integration with other enterprise systems (less administrative overhead, fewer support issues)
      Sound technical architecture (e.g. high availability through clustering, web services, open framework, APIs)
    • Sakai at UCT
      Vula was launched at UCT in Feb 2006 (2-year transition from legacy environments)
      Use is voluntary (encouraged but not required by UCT’s Educational Technology Policy)
      Vula is mostly used in support of campus-based face-to-face courses (relatively few distance or block-release courses)
    • Part of an eLearning ecosystem
      “Open UCT”
      Webcasting / video streaming incl. lecture captureOpenCast
      Cloud
      OER Directory
      OER content
      Turnitin
      Institutional repositoryDSpace/Fedora
      LAMS
      Live audio/video conferencingAdobe Connect
      CBT / Training / HelpVirtual Expert, SCORM
      Personal Learning Environments
      IMS LTI-enabled“shareable tools”
    • Vula Vital Stats
      Concurrent user sessions
      91% of UCT students logged in to Vula at least once during 2008 (20,351 / 22,231)
      Up to 13,000 people log in to Vula every day
      28,000+ people use Vula
    • Why do people use Vula?
      Bread and butter uses (esp. important for large courses)
      Announcements
      Course content
      Tutorial group signup and management
      Assignments (with Turnitin)
      Entering student marks (Gradebook)
      Tests and Quizzes
      Online discussion, student questions and feedback
      Course evaluations
      Student pressure (“other courses use Vula”)
      Course design requires online components (some courses can no longer be run only F2F)
      Provide support in learning areas where students struggle
      Support innovation in teaching and learning model
    • UCT students and staff love Vula
      Staff (n=148): 53% very positive, 42% positive, 5% neutral, 0% negative
    • Student survey highlights (Oct 08): Course use
      I would prefer my courses to ...
      use Vula extensively: 60%
      make moderate use of Vula: 31%
      Use of Vula has improved my learning
      80% agree or strongly agree
      Most valuable benefit (choose one)
      Improved resource sharing: 23%
      Improved course administration: 21%
      Improved communication: 17%
      Improved my learning: 16%
      Improved my time management: 11%
    • Student survey highlights (Oct 08): Other use
      Valuable or very valuable for
      (top 6 in descending order, 51% to 40%):
      Student activism (e.g. Green Week)
      Student societies
      Student governance (e.g. SRC, Faculty Councils)
      Personal use (e.g. store work, backup files)
      Academic writing
      Participating in research projects
    • Student survey highlights (Oct 08): Using Vula
      I found it easy to learn how to use Vula
      93% agree or strongly agree (30%, 63%)
      I can quickly do what I need to do or find what I'm looking for on Vula:
      91% agree or strongly agree (33%, 58%)
      When you have a problem with Vula, what do you most often do to get help?
      71% ask a friend or another student
      14% Ask a lab administrator or lab assistant
      My overall experience using Vula has been:
      96% positive or very positive (42%, 54%)
    • Exploring innovative uses of learning environments
      Wikis
      Simulation games
      Mashups
      Project sites
      Communities
      Where are we going?
    • Creating collaborative spaces with Wikis
      Wikis provide scaffolding for students to share information about themselves and contribute to a shared knowledge base
    • The “HETWiki” : History of Economic Thought (3rd year course), created by students working in pairs following a template. Students entries were assessed to form part of the course mark.
    • Simulation games create microworlds for (more) authentic learning experiences
      Applied International Trade Bargaining
      3rd year Economics Course in which student teams role-play countries engaged in WTO negotiations
      Evolved from
      WebCT (2005 and earlier), to
      WebCT (course) + Vula (students) (2006), to
      Vula with multiple sites (and maybe Facebook?) (2007)
      Inkundla yeHlabathi / World Forum Online
      International Law simulation
    • Trade Bargaining students use project sites to co-ordinate bargaining tactics with other countries
    • Mashups with Google Maps
      The Sakai Maps tool creates a mashup between Sakai and Google Maps. In this site, postgraduate History students share the geographic location and other information about primary source documents being studied through the Aluka digital archive.
    • Vula project sites
      14% of all Vula sites are project sites created by students.
      Of those, 49% are created for academic purposes.
      Project sites are also used by staff, for example for research collaboration.
      (Survey of Vula project sites, May 07)
    • Student project sites
      Surveyed active student-created project sites from Feb 06 to May 07 (site title, description, content / tools) to categorise by intention, purpose or activity.
    • From courses to community
      The SRC site is visited by over 50% of UCT students
    • eLearning in a changing environment
      Critical mass reached (“everything should be on Vula”)
      More support and training requirements
      High-stakes usage (tests, final exams)
      Demand to “fill in the gaps” in features
      “We can do X on Vula” (e.g. course evaluations)
      Potential for deriving greater value from network effects (data analytics / early-warning systems)
      Rapid innovation in and adoption of Internet services (e.g. Facebook, Google Apps) are redefining end-user expectations and changing application usage patterns
      The above and more available bandwidth will create demand for better integration with Internet services
      The “product category” of the LMS is aging and in the process of reinvention (aka. “the LMS is dead, long live the … ?”)
    • What are students using?
      Institutional services …
      but also Internet-based services.
    • Student survey highlights (Oct 08): ICT use
    • Sakai 3
      See slides on SlideShare:http://www.slideshare.net/mkorcuska/sakai-3-boston